Washington Township's school district to integrate iPads into special education classrooms

The iPad may be at the top of many Christmas lists this year, but some special education students in the district won’t need Santa’s help to get their hands on one. The district is purchasing about 25 of the Apple tablet devices for use in self-contained and autistic classrooms throughout the district.

Studies and trials show that the iPad can significantly improve communication skills and social interactions in some autistic children.

While the bulk will be purchased by the district with federal flow-through funds at no cost to taxpayers, two of the iPads will be donated by the Comegno Law Group. Its founder and president, John Comegno, serves as the board of education’s solicitor.

“We view our role in township as not just as defending claims and sitting in on board meetings, but also contributing to the success of the students,” Comegno said. “That’s what it’s all about.”

Assistant Superintendent for Special Education Mike Rolen noted that it’s just one of many instances of Comegno’s support.

“John has been supportive of the school district since becoming our solicitor,” Rolen said. “He’s been good about donating things and working with different clubs if they need anything.”

The catalyst for this particular donation was a “60 Minutes” special on how autistic children and adults found that the iPad can work as a unique and effective tool for improving learning skills. Rolen played the “60 Minutes” report for the school board during a closed meeting. A clip of it was also shown at the Nov. 29 public meeting.

“When I first saw that video, ... I was really captivated by the use of technology,” Comegno said. “We partner with the district to support students, and this is an example of that. If the district funds a number of iPads, we will supplement that.”

Classes scheduled to pilot the iPad program include a self-contained classroom at Hurffville Elementary and the Grenloch Terrace Early Childhood Center’s new in-district “Welcome Home” program for autistic students.

And from what he’s heard so far, the few iPads already in use have shown to be effective. Rolen said that when an iPad was introduced to a student at the Grenloch school who was having a difficult time focusing, they saw significant success.

“He just took off with it,” Rolen said, adding a word of warning. “But I just need to caution parents of special needs kids that it doesn’t work for everybody. All research shows that the most significant influence on a kid’s learning is their teacher. These are never going to replace teachers. It’s another tool that teachers can utilize.”

Rolen said it’s all about matching up the right apps for the right student. Each student who falls on the autism spectrum has vastly different needs and reactions to teaching tools. For example, an autistic student who may have difficulty with change or transitions can work with a teacher to create a schedule on the iPad that they can visually follow throughout the day. The teacher can then use the interactive schedule to prompt and prepare the student for a change in activity.

“It helps a lot so the student doesn’t get upset,” Rolen said.

And while all autistic students have varying needs, one thing they all have in common—which is the main issue that the iPad apps help—is a lack of communication or social skills, Rolen said.

“Our ultimate goal is that we can utilize [the iPads] in such a way that it increases students’ learning and increases their ability to communicate,” Rolen said. “We want to make them feel that they are part of the school by communicating and interacting with other kids. We’re hoping that’s what it gives them.”